Despite efforts to diversify its teacher workforce, Denver Public Schools still faces an imbalance that plagues many school districts across the country:
About three-quarters of its 92,000 students are children of color, but 73 percent of its teachers this year are white.
That number remains unchanged from last year.
Although DPS tried to hire more teachers of color through targeted recruitment and other strategies, and while it’s had some success diversifying its principal pool, its efforts are having little difference at the front of the classroom.
Seventy percent of the 929 new teachers hired for this school year are white, which is the same percentage as last year and only slightly more diverse than the overall teacher workforce:
Nationwide, about 80 percent of all public school teachers are white. That percentage is even higher in Colorado’s second-largest school district, neighboring Jeffco Public Schools, where about a third of students are children of color. State statistics show that in 2016-17, 90 percent of Jeffco teachers were white.
“We’re encouraged that we’re ahead of both the national average and surrounding districts,” Katie Clymer, DPS’s director of talent acquisition, wrote in an email. She added DPS understands “the urgency for our students today, and (is) eager to continue to push forward.”
Some research shows students of color benefit academically and socially when they’re taught by teachers who share the same background. A recent study found low-income black students who have even one black teacher in elementary school are more likely to graduate high school.
While students of color in Denver are making academic progress, recent state test scores showed that white students and non-low-income students are still outpacing them.
The district’s school leaders are more diverse. Additionally, 39 percent of the new assistant principals and principals hired for 2017-18 were educators of color:
District officials credit a “grow-your-own” strategy for recruiting diverse principals. Almost all of the principals hired in the past couple of years have been from within DPS, said Debbie Hearty, the district’s chief human resources officer. It’s easier to grow teachers of color into leaders once they’re already in the district than it is to get diverse teachers in the door, she explained.
“Our pipelines coming into teaching from the traditional routes are not as diverse as we need them to be,” Hearty said. “…In the principalship, we have a more captive audience.”
Recent reports have shown enrollment in Colorado’s traditional teacher preparation programs is declining, and state colleges aren’t producing enough teaching graduates — let alone graduates of color — to keep up with demand. Many districts, including DPS, recruit from out of state.
To that end, DPS recruiters last year visited 17 colleges and universities across the country that graduate high proportions of top-performing teachers of color, Clymer said. They sometimes brought along alumni who are now teaching in DPS to speak about their experiences.
But convincing graduates to apply for jobs in Denver isn’t always easy, Clymer said.
“We’re fighting against the perception that Denver is a white ski town,” she said.
Connecting potential recruits with educators of color already working in DPS gives them a more realistic picture, Clymer said. The district is also launching a new employee resource group for educators of color to help them feel connected once they’re hired, she said.
“When you have current employees of color saying, ‘This is a place I can thrive,’ that unofficial recruiting is a powerful way to increase diversity,” Hearty said.
A joint effort between the city of Denver, DPS and several charter schools is also showing promise, Clymer said. The Make Your Mark campaign kicked off in March 2016 with the aim of selling the city to educators of color. Fifteen top minority teaching candidates visited Denver that month for a three-day whirlwind tour dubbed the Mile High Showcase that included school visits, a job fair, a Nuggets basketball game and dinner at a Mexican restaurant.
This year, the campaign shifted gears, Clymer said. After finding that many candidates who attended the showcase were already sold on Denver and didn’t need convincing, she said organizers eschewed hosting a tour for a select group of candidates in favor of launching more wide-ranging recruitment campaigns in Pueblo, Chicago and Puerto Rico.
In response to candidates expressing trepidation about Denver’s rising housing costs, organizers posted a list of local housing assistance programs on the Make Your Mark website. DPS compiled an even more comprehensive guide to housing, childcare and other resources. Inquiries from would-be teachers and principals to the Make Your Mark website are growing fast, Clymer said.
But she said recruitment can only do so much given the finite pool of teaching graduates of color. Ultimately, Clymer said, “you’re not going to hire your way out of this problem.”
That’s why DPS is also focused on convincing more young people and paraprofessionals to become teachers, and holding on to the teachers of color it already has, officials said.
This year is the second of a DPS program that pays for paraprofessionals to earn a bachelor’s degree and a teaching license while keeping their jobs for most of the time they’re in school.
More than 50 percent of participants are educators of color, Hearty said. But she said it’s too early to gauge the multi-year program’s effectiveness at diversifying the DPS teaching force.
That’s even more true for another DPS “grow-your-own” effort that targets high school students interested in a teaching career. Called EdConnect, the program launches in three DPS high schools this year and will offer students classes and work experience related to teaching.
Numbers show the district does a better job of keeping diverse educators once they’re hired. In fact, turnover was lower this year for DPS educators of color than for white educators:
But while that trend is encouraging, officials said the district understands it needs to move faster.
“We’re excited the changes we’re making are beginning to show positive gains,” Clymer said. Now, she added, it’s about figuring out how to capitalize on those gains to make more.
A teacher reads to her students at the Cole Arts and Science Academy in Denver. (Photo by Nic Garcia/Chalkbeat). Originally posted on Chalkbeat by Melanie Asmar on September 21, 2017. Chalkbeat is a nonprofit news site covering educational change in public schools.